Blessed John Henry Newman RC College

Pupil Premium Report Academic Year

2016 – 2017

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The Blessed John Henry Newman RC College, Oldham

Pupil Premium Grant Spending for the 2016 – 17 Academic Year The Pupil Premium Grant was introduced in April 2011 and is allocated to schools for pupils registered as eligible for Free School Meals, those who are looked after by the Local Authority or whose parents are currently serving in the armed forces. Objectives in spending the Pupil Premium Grant:

1. To narrow the gap in terms of attainment for our pupils eligible for the Pupil Premium Grant and their peers

2. To accelerate progress for our pupils eligible for the Pupil Premium Grant 3. To enable full access to the curriculum and extra-curricular activities for our pupils eligible for the

Pupil Premium Grant Although the funding does not target pupils individually, the allocated grant has been distributed amongst a range of strategies to enable the most disadvantaged to have the best educational outcomes, opportunities and support possible. Number of pupils and pupil premium grant three-year trend:

2014-15 2015-16 2016 -17

Total number of pupils on roll was

1397 1420 1476

Number of pupils benefitting from PPG

was 487 552 597

% of school population 35% 43% 40.5%

Total amount of PPG received was

£482,460 £516,420 £562,206

Given the increasing PP cohort size over the last four years and the fact that it has rested just above 40% for the last two years, in relation to our ‘non-disadvantaged’ pupils, there has been a drive to, continually improve outcomes for the ‘disadvantaged’ pupils in the college across all year groups. PASS surveys As part of our work in raising aspirations of and building confidence in pupils we have utilised PASS (Pupil Attitude to Self and School) Surveys to better inform our work with all pupils, particularly those whose satisfaction levels are low (or moderate at best). In summer term 2017, the cohort of disadvantaged pupils continued to display High Satisfaction with their school experience (31st – 100th percentile), in comparison to the previous year. In 5/9 measures outcomes for this cohort were equal to that of other pupils (self-regard as a learner, attitudes to teachers, general work ethic, attitudes to attendance and response to curriculum demands). In none of the outcomes was there a measure for disadvantaged pupils above that of other pupils. In the other four measures, outcomes for disadvantaged pupils were an average of 9.8% below that of other pupils (feelings about school, perceived learning ability, preparedness for learning and confidence in learning).

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Attainment & Progress of school leavers 2017 (Due to changes to school performance measures, comparisons can no longer be made with previous years)

Progress Overall

2016

2017

Progress 8 Progress 8

PP Non-PP Gap PP Non-PP Gap

-0.34 0.03 -0.31 -0.33 0.03 -0.30

Attainment Overall

2016 2017

% grade C+/4+ % grade C+/4+

English Maths English

& Maths English Maths

English & Maths

61 57 49 69 55 50

Outcomes for disadvantaged pupils in 2017 saw a slight closing of the gap in relation to Progress 8 overall. Progress in Years 9-11 2017/2018:

PP Non-PP Gap PP Non-PP Gap PP Non-PP Gap PP Non-PP Gap

-0.83 -0.56 -0.27 -0.71 -0.47 -0.24 -0.52 -0.42 -0.1 -2.18 -2.24 0.06

2019 Estimates (Y10)

P8 P8 P8ENGLISH

2020 Working (Y9)

P8

2017 Actual 2018 Estimates (Y11)

Progress 8 outcomes for disadvantaged pupils, are projected to improve in English, year on year over the next 3 years with a closing of the gap in progress compared to other pupils in the college.

PP Non-PP Gap PP Non-PP Gap PP Non-PP Gap PP Non-PP Gap

-0.42 -0.02 -0.4 -0.27 -0.14 -0.13 -0.73 -0.53 -0.2 -2.71 -2.83 0.12

MATHS

2017 Actual 2018 Estimates (Y11) 2019 Estimates (Y10) 2020 Working (Y9)

P8 P8 P8 P8

Progress 8 outcomes for disadvantaged pupils, are projected to improve in Mathematics over the next 2 years with a closing of the gap in progress compared to other pupils in the college up to 2019.

PP Non-PP Gap PP Non-PP Gap PP Non-PP Gap PP Non-PP Gap

-0.41 -0.14 -0.27 -0.83 -0.87 0.04 -1.26 -1.26 0 -2.25 -2.37 0.12

SCIENCE

2017 Actual (Additional)2018 Estimates (Combined)

(Y11)2019 Estimates (Y10) 2020 Working (Y9)

P8 P8 P8 P8

The college projects there to be a closing of the gap in progress in Science over the next 3 years between disadvantaged and other pupils in the college. The strategies employed are having an impact, not only in securing Progress 8 improvements for disadvantaged pupils, but that the gaps are closing across a range of subjects. Estimated outcomes for disadvantaged pupils are projected to improve year on year in general, at better than the national average, and there is evidence in a number of subjects that the gap between our disadvantaged pupils and other non-disadvantaged pupils is closing. In Key Stage 3 there continues to be a focus on literacy, especially in relation to ‘disadvantaged’ pupils entering the college below the National expectation in reading. Reading programmes remain effective. Corrective Reading Programme – two timetabled lessons each week. Class of 2020 (Year 9):

Pupil Premium Students: 24 (50% of intervention cohort)

Percentage of PPG RA improvement:

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On average, students’ Reading Ages improved by 2 years and 2 months. Paired Reading - Year 10 students support year 8 students and Year 9 students support year 7 students once a week during form time, offering guided reading. Year of 2020 (Year 9)

Pupil Premium Students: 11 (61% of intervention cohort)

Percentage of PPG RA improvement: 72% showed an improved Reading Age which was greater than the chronological time (10

months) spent on the intervention. 18% showed an improvement of 4 years from the 10 month intervention. 9% showed an improvement of 3 years from the 10 month intervention. 18% showed an improvement of 2 years from the 10 month intervention.

Literacy Mentor - delivering a literacy intervention programme aimed at increasing reading ages and literacy skills of identified cohorts of pupils for Class of 2021 (Year 8) In Year 9 pupils engage in a curriculum which introduces learning and assessment which is aimed at preparing the pupils for the revised new GCSEs which they will study at KS4. Work by the English and maths department, along with the Numeracy Leader and Numeracy Mentor will attempt to address progress and the gaps that exist, as pupils move into year 10. Across all year groups the academic coordinators work with disadvantaged pupils to support their progress, especially in their Core Subjects of English, Maths and Science. Pupil Premium Attendance and Persistent Absenteeism All Key Stages

College National average

Gap

Whole school attendance 94.7% 95.0% -0.3%

PPG attendance 93.5% 93.5% 0%

Year All pupils PPG Gap

7 96.1% 94.7% -1.4

8 96.0% 94.0% -2.0

9 96.0% 92.6% -3.4

10 94.6% 92.8% -1.8

11 95.9% 93.1% -2.8

Attendance panels and the relentless work of the attendance officer has seen attendance of disadvantaged pupils at the college in line with the attendance of disadvantaged pupils nationally, but below that of the non-disadvantaged pupils and that of other pupils nationally in 2017. Year Leaders, the Academic Co-ordinators and attendance team, work relentlessly throughout each academic year and hold attendance panels each half term to ensure that the gaps between disadvantaged pupils and non-disadvantaged pupils has remained in line with the national average. The panels work often involves home visits, parental meetings, extra support, advice and guidance, PN and Fast Track to Attendance processes. Medical evidence request letters, attendance concern letters and punctuality letters are sent home to encourage an improvement to attendance. There has also been the purchasing of Bus tickets so that some pupils could attend the college.

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Behaviour Codes Analysis

Number of pupils with 1 or more incidents of fixed term exclusion

Number of pupils permanently excluded from college

All pupils 76 2

PPG 45 1

Non PPG 31 1

% of

achievement points

% of behaviour incidents

% of detentions

issued

Average ATL score in KS3

Average ATL score in KS3

PPG 43 56.2 48.5 12.1 4.7

Compared to last years’ cohort of disadvantaged pupils (which was 43% of the college population) the percentage of total behaviour incidents has decreased by 0.8% and the percentage of total detentions issued has decreased dramatically by 12.5%. The percentage of all achievement points awarded disadvantaged pupils compared to last year has also increased by 3%. The average scores for Attitude to Learning awarded to disadvantaged pupils in KS3 and KS4 were only 0.4 and 0.2 less than that of all pupils in the college.

Record of PPG spending by item 2016/17

Item/project Cost Objective Outcome

Improving the

Quality of Teaching and

Feedback

ADOLS and Lead Teacher

Roles

Iris Connect – Collaborative Professional

Development System

£103,416

£5,000

Teachers to reflect on their planning for disadvantaged pupils and provided with a

range of strategies to use in the classroom to advantage

these pupils. Line management conversations to

promote discussion of strategies and the assessment

and feedback processes required to help pupils make

better progress.

CPD to ensure that pupils have high quality feedback to

support them in their progress as the EEF identifies that

feedback can add 8 months to pupils’ progress.

College evaluation of teaching and learning

across all faculties evidenced:

+8% for Reflection +9% for Planning

+9% for Practice & Pedagogy

+6% for Marking & Feedback

+4% for Assessment & Progress

These were facilitated by an

increase in the use of IRIS Connect in the classroom.

The frequency of use increased from an average

of 104 per term in 2015/2016 to an average of 128 per term in 2016/2017.

Year Leaders PPG focus, including

Attendance panels –

£57,529

Year lead focus their attention on disadvantaged pupils and their attendance and attitude

to learning.

Disadvantaged pupils’

attendance is in line with the national average.

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PiXL Club Membership

and Resources

£3,200

To keep up to date with all of the news and information with regards to improving outcomes

for pupils. To access the CDP and meetings to explore

different ways to enhance the learning experience of PPG

pupils.

Core faculties have all attended conferences this

year. The impact can be seen in 2017 pupil

outcomes. English and Maths broadly in line with

National averages regarding 5+ and 7+.

ECDL Qualification

Entry

£17,500

To ensure that key pupils are able to secure 5 good GCSEs

and improve their overall Progress 8 score which allow

them to go on a study at college.

38 disadvantaged pupils completed and achieved a P8 figure of +2.23 in this qualification. This had

significant impact on their overall P8 figure.

Targeted Curriculum

£106,322

Targeted Curriculum works with key pupils who are at risk of being permanently excluded from the college at some time during KS4. These pupils are

amongst the most likely to be NEET.

80% of TC pupils in Year 11 were disadvantaged. It is

estimated that 5/8 of these pupils are currently in

Education, Employment or Training (2 of these 3 were persistently absent during

year 10 and 11).

1 to 1 mentoring

provided by staff in Years 7-

10

£24,995

Assertive mentoring for disadvantaged pupils in Years 7

to 10 (indicated by a low ATL and a low PASS score)

• 51% of KS3 pupils who attended mentoring improved their average Attitude To Learning (ATL) score • 68% of KS3 pupils who

attended mentoring improved their Homework ATL

• 75% of KS4 boys have improved their attendance

• 50% of KS4 boys have improved their average ATL

• 50% of KS4 boys have improved their working grades in 2 or more subjects

The targeted group of middle ability boys

improved their P8 score by +0.48 during the

duration of the mentoring.

All pupils who attended mentoring achieved a positive PASS in 2017.

Pupils who did not attend and therefore did not

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benefit from the support and guidance offered

moved into moderate or low/moderate satisfaction

in 3 factors related to school – Feelings about

school, attitudes to attendance & response to

curriculum demands.

Faculty after school and

holiday intervention

£7,345

Subject based interventions

including ‘disadvantaged’ pupils

A variety of objectives were set

in these interventions and based on pupil need, most of which were very challenging.

Across Year 11, there were 422 intervention places

handed out to disadvantaged students

(42.12% of all intervention places). Of the

disadvantaged students to take part in interventions

72.03% met, or were working towards their

objectives. The progress 8 score (based on the

October ’17 coefficients) of disadvantaged students improved from -0.57 to -

0.33. Progress made through English and Maths

interventions helped to make significant gains.

Community Engagement

Officer

£24,633

To help parents and students who are INA and EAL to gain

understanding of school systems and subsequently use

appropriate procedures for their needs. These relate to

attendance , share feedback re new arrivals , assess home

circumstance low deprivation – Support students & Parents with attainment , behaviour,

safeguarding, cultural/religious understanding, travel expense,

use of mobile

Parents are informed and understand course contents

and the long-term benefits to pupils of study.

Maximised attendance at parents evening. All INA and EAL

experienced a smooth transition/settling in school

with new friends and teachers.

All pupils have understood the importance of

attendance and improved. EAL students have attended intervention as requested

with a GCSE grade achieved where entered. Behaviour

improved working alongside the PACOs YLs

after carrying out parental meetings and phone calls.

All low deprivation families supported. Students made

progress and well-being improved. EAL students

accessed ESOL.

All EAL PPG cohort received at least one interventions (where 31% of PPG cohort

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are EAL students.

EAL co-ordinator &

Teaching Assistant

£28,858

To improve outcomes for EAL students. To track and monitor

EAL progress after each progress check and put

appropriate interventions in place where necessary.

The interventions had significantly impact upon

the progress of pupils. Also engagement in lessons. All

the pupils who accessed EAL intervention

progressed by at least 2 NASSEA steps by the end of the academic year. Of the

cohort that accessed interventions, 66% were

disadvantaged pupils.

ESOL and Step into English

Qualifications

£643

To enable EAL students to leave school with a tangible

qualification that gauges accurately their level of written and spoken English. ESOL skills

for life gives pupils a foundation to progress their learning in Post 16 provision.

100% of the pupils achieved the ESOL qualification

ranging from Entry Level 1 to 3.

Of the ESOL cohort, 40% were disadvantaged pupils.

Academic coordinators x5

£119,441

One-on-one mentoring with an Academic Coordinator. The

objective is to provide specific and targeted revision and 1-1

mentoring for students are underperforming.

The aim is to improve

outcomes for disadvantaged pupils and narrow the gap

between our disadvantaged students and the whole cohort.

In the Year 11 cohort the pupils moved form an

average P8 score of -0.23 at the start of the process to an average of +0.01 at the end (an improvement on

average of +0.24).

Improvements were mostly seen in English, Maths, and

Ebacc subjects for this cohort.

1:1 Mentoring of Year 11 by teaching staff

£6,249

This took place for around 12 weeks of the school year

starting in late February. The mentors were a variety of post-holders, subject teachers and

support staff.

The aim is to improve outcomes for disadvantaged

pupils and narrow the gap between our disadvantaged

students and the whole cohort.

In the Year 11 cohort the pupils moved form an

average P8 score of -0.45 at the start of the process to an average of -0.25 at the end (an improvement on

average of +0.20).

English, Maths, Ebacc and Other subjects all improved

for this cohort.

Activities

focussed on raising

aspirations and improving the motivation of pupils across the college.

£18,834

This objective of this fund is to raise aspirations by buying in

external motivational speakers, external providers, study skills revision workshop, university

trips and study resources. Trips have ranged from those

to Siemens, Hargreaves, FE Colleges and Oxford University.

100% of all disadvantaged

pupils in years 7 & 8

attended two or more

activities/events

More than 70% of all

disadvantaged pupils in

years 9 & 10 have attended

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two or more

activities/events

A greater percentage of dis.

pupils have attended three

or more in all 4 year groups

in comparison to other

pupils

Outcomes of a sample

pupil voice survey

evidences that activities

and events are having a

positive impact on

disadvantaged pupils. In

June 2017 67% of year 10

pupils said they had

choices or secure ideas

about careers and

aspirations compared to

30% in Sept 2016. Also,

when asked to rate how

they feel about their

career plans and

aspirations 56% gave a

rating of 7/10 or higher in

June 2017 compared to

only 77% in Sept 2016.

58% of KS3 pupils said

they had choices or

secure ideas about

careers and aspirations

compared to 32% in Sept

2016. Also, when asked

to rate how they feel

about their career plans

and aspirations 58% gave

a rating of 7/10 or higher

in June 2017 compared to

only 27% in Sept 2016.

Literacy

£21,166

Develop intervention programmes to support students who have less

developed literacy skills. Establish a common

mechanism for monitoring and evaluating the positive impact

See separate Literacy data on page 4

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of the school’s literacy strategy on students’ literacy skills.

School Counsellor and

Key Workers providing

support for our most vulnerable

children, including those eligible for the Pupil Premium

Grant

£39,258

To support, including external agency support, where

necessary to ensure any barriers to attainment and

progress are removed, providing our most vulnerable children with the best chance of achieving their potential.

The interventions and counselling significantly

impacted on the wellbeing of our young people. They became more engaged in lessons and attendance

improved and pupils overall feeling of inclusion

increased. Pupils physically and socially increased their

well-being and new skills were mastered in order to allow them to access this.

Of the 254 pupils accessing the keyworker and

counselling provision 122 of these were disadvantaged

meaning 48% of pupils.

Pastoral Coordinators

£115,222

To ensure all students including our most disadvantaged and

vulnerable students are supported so that they have the best chance of accessing

learning and reaching their full potential

All vulnerable students were supported and any

existing barriers to learning were removed or

minimised.

There were 7170 separate actions led by PACo’s

during the year to support disadvantaged pupils. This

figure was 58% of all actions completed across the 5 year groups and is

positively disproportionate to the % of disadvantaged pupils across the college.

Disadvantaged pupils’

attendance is above the 2016 National average.

Pass Survey

£9,000

Pupil Attitudes to Self and School (PASS) is an all-age

attitudinal survey that provides a measurement of a pupil’s

attitudes towards themselves as learners and their attitudes

towards school. To ensure negative attitudes to school are

used to inform pupil involvement in strategies to

improve outcomes.

To focus intervention on additional support and to

Over 90% of pupils in years 7-10 took part in this survey

in July 2017, The cohort of

disadvantaged pupils across all year 4 year groups

displayed High Satisfaction with their school

experience (31st – 100th percentile). In 7/9

measures outcomes for this cohort were only an

average of 1.9% below that of other pupils. In one

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enable the measurement of impact.

measure outcomes were equal (self-regard as a learner), however one measure was above by

0.7% (Attitude to teachers)

Subsidised revision guides

for core subjects

£8,000

To raise attainment in these subject areas.

See page 3

Music Tuition

£480

To raise attainment in Music GCSE and facilitate more rapid

progress of pupils who had little or no performance ability

on entry to year 10.

Pupil 1 had zero performance ability at the start of KS4 due to minimal

KS3 time on rotation system. Achieved a high

grade D on his performance unit. This grade was higher

than any overall exam grade he achieved at Newman RC College.

Pupil 2 had zero performance ability at the start of KS4 due to minimal

KS3 time on rotation system. Achieved a grade B

on his performance unit. One pupil did not engage fully with the provision,

despite conversations with pupil and carers, so impact was minimal for this pupil.

Careers Information Advice and Guidance

£19,748

Providing bespoke guidance and support for vulnerable

groups in Years 9 to 11 especially the most

disadvantaged pupils

Pupil participation = 100% of pupils benefited from

IAG. Potential disadvantaged

NEET = 3.4% (include 2 PA pupils) compared to

potential overall NEET = 1.8%

Total PPG received £562,206

Total PPG expenditure £736,839

Expenditure exceeds PPG received by: £174,633

Spending for the 2017-18 academic year: In light of our 2016 Ofsted report and subsequent external peer reviews, we will continue to implement similar strategies, along with similar roles as Ofsted identified that, “Pupil premium funds are spent wisely on intervention work to help pupils ‘catch-up’ with reading, writing and mathematics or socially and emotionally.” The strategies employed, will be monitored and reviewed each term for their costing and impact on pupil progress. Key Stage Lead Assistant Head teachers will be leading Faculty Leaders and Pastoral Teams in identifying key groups of pupils, including those who are disadvantaged, in short term implementation and evaluation

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of strategies to improve outcomes and attitudes to school and self. All teaching staff are fully committed to a process of Continued Professional Learning that focusses on the principle of ‘know your pupils’, plan and teach well’. There are a number of our teaching staff who will focus their development in teaching and learning on a Disciplined Enquiry that will study the support given in advantaging the disadvantaged pupils within their classes. Year Leaders and their support teams will be continue to plan appropriate interventions for selected pupils (either individually or in groups) and gather intelligence when issues arise from pupils who are demonstrating difficulty in their attendance, punctuality or engagement in learning. College Leaders and Lead Teachers will be leading on strategies to further improve the Quality of Teaching and Learning in the classroom, with a continued focus on advantaging our disadvantaged pupils. College Leaders will be identifying and implementing strategies from analysis of their own assessment outcomes in order to further close the disadvantaged gaps, as part of their own Faculty Development Planning. Our Targeted Curriculum, and Horizon Strand elements of the wider curriculum and activities focussed on raising aspirations and improving the motivation of pupils will continue to focus on enabling disadvantaged and vulnerable pupils to grow into responsible citizens and progress beyond Newman RC College into further education, training and employment. Leaders, teachers, academic coordinators and a wide range of support staff at the college will continue to support pupils with mentoring and small group tuition and guidance to improve the well-being and academic outcomes. We are in partnership with ‘ReachOutUK’ in an initiative involving 32 disadvantaged pupils in Year 8 with the aim of improving both academic and non-academic outcomes over the course of this academic year. We are hoping that a similar initiative with 16 Year 7 pupils will begin in January 2018. We will continue to subsidise resources and trips for our disadvantaged pupils so as to create equity in college life for these pupils in comparison with their non-disadvantaged peers. This will include wider curriculum enrichment and support, including curriculum based and aspirational raising trips and motivational speakers. Revision and catch-up sessions will continue to be offered and will fund the involvement of disadvantaged pupils. We continue in our aim to raise the aspirations of all pupils through a range of strategies focussing on building on pupil ‘resilience’ through the development in the principles of ‘The Newman Way’, where pupils take responsibility for ‘do the right thing, at the right time, in the right way’ (3R’s) and ‘aspire to learn’.